If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
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Audacity - 0 views
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Audacity is a voice recording and editing site. It is helpful to be able to hear student pronunciation of a language.
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Education World: Tech in the Classroom: Screencast-O-Matic - 2 views
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Articles: Delivery - 2 views
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I never knew this trick. I will definitely be using this trick in future presentations. -
I didn't know it either. That's an awesome trick that could have saved my bacon several times! Well, lesson learned. -
This is new to me also! I wonder if I'll be able to remember it in a crisis moment?
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Turning the lights off — besides inducing sleep — puts all the focus on the screen.
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We tend to turn the lights off when we present in the library and when we do this it does turn all the attention to the slides vs. to the presenter. We will no longer be turning off the lights.
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At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides," he says. Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present.
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Keeping in mind the 10 minute rule is something that seems manageable as well as appropriate. We do this with students in elementary school so why wouldn't we do the same thing with adults? Thanks for the reminder.
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This is a good reminder! Since my team does so much coaching in differentiation in the classroom, we have made it a habit to practice differentiation in our presentations to staff.
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This reminds me of the 'brain breaks' I used to take with my students when we were working on new concepts. Lots of interesting things come to mind that could be done to connect these chunks of time at the end of the presentation to.
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Practice 10 hours for every one hour of the presentation
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Wow! 10 hours of practice for every hour of presenting. That seems like a lot time but I know from experience the more time I spend preparing the better my presentation tends to go.
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That seems like a lot to me too, but maybe this could include the previous time we have spent teaching concepts before. If we have a story that works, we can incorporate that into our 10 hours?
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93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability
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This is an amazing statistic. Gallo's tips below are something that I am totally going to apply to my next presentation.
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That's a daunting statistic! No matter how much time and effort and study I put into a presentation, it is worthless if I don't connect with my audience.
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The first 2-3 minutes of the presentation are the most important. The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity.
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Important to remember the hook. I wonder what the time frame is if the entire presentation is less than 10 minutes? I'm thinking of myself here with web videos in the flipped environment. 10 seconds? 30?
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Wow. This makes me realize how important it is to connect to the audience even before the presentation begins.
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I love this: "The audience wants to like you" So true. Another way I've heard it expressed is - They're rooting for you. It's true!
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To advance your slides and builds, use a small, handheld remote. A handheld remote will allow you to move away from the podium. This is an absolute must.
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My students always get nervous and accidentally change slides when they use my Keyspan remote. Just goes to show, you have to practice.
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But go for a compromise between a bright screen image and ambient room lighting.
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A problem we also have is if it is too dark (no windows in most of our classrooms), students or attendees can't take notes. I also know from personal experience - it's darn hard on my eyes when everything else is dark, but there's a bright white screen in front of me.
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Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them.
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These basic concepts of logos, ethos, and pathos are the core concepts I expect my sophomores to understand and apply in their writing and speeches, so it's only reasonable that I be able to apply them as well.
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I agree, Wendy! We should demonstrate those same characteristics that we expect from students. I think when audience members give resistance, it shows that they are engaged and struggling through the ideas that we present.
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Logos, ethos, pathos. Nice connection. And while I don't need to believe the audience will resist (this could cause more harm than good for me), I can simply consider what they might be fearful of, feel threatened by, and/or not feel familiar with. Empathy is key.
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Nobody is as interested in you as you think they are,
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Ouch. Sad, but true. I think this ties in heavily with the Curse of Knowledge. As much as I think something is cool, and therefore am deeply excited and engaged by it, they don't. And the longer I talk to try to change that, the worse it becomes.
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"Most of the great presenters actually rehearse much more extensively than anyone else," he says. "They don't just wing it."
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I wish I could get my high schoolers to believe this. They think practice makes them boring, so their awkward mistakes that get awkward laughter is "good" for them. Ugh. So wrong...
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how you talk, sound, look and what you're wearing," Gallo says. "Only about 7 percent of the actual words or content is important."
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I remember telling students this when I taught speech. 93% of any message isn't dependent on the specific words, but rather how those words are communicated.
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Grab your digital video recorder, deliver your presentation and watch yourself,
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I make my sophomores do this before their first speech! They have to use their school iPads and record themselves giving their speech, then watch and evaluate themselves. Those who do it invariably get better!
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This is SO HARD to do, but so good for you to take the time to do. I hate watching myself,but untimately find it helpful and feel more relaxed when I present after watching and self evaluating
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It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
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This ties well to the 80% rule in the Mindfulness lesson. I should always leave an audience wanting more of the information I am sharing, not looking at their watches hoping to be done soon.
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I really thought long and hard about the 80% rule and this goes right with it. We really don't need to tell EVERYTHING we know in one sitting!
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If I had only one tip to give, it would be to be passionate about your topic and let that enthusiasm come out.
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Ahhhh! Yesss! Thank you, Garr. This seems like a salve for all of my presentation ailments that come with worry about delivery. So good. Best advice. Makes it easy. And if I don't feel passionate about it, I make myself find something to connect emotionally to, and work from there. Ultimately, it's all emotional. If I can find the emotion in it, the passion, the audience will buy in and we'll all connect.
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Don’t hold back
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Be confident
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connect
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in an honest and exciting way
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let your passion for your topic come out for all to see.
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Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
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Yeah, this is not the place to ramble about the boring specs. Hook them first, then gradually disperse the resume type of accomplishments throughout the presentation if you want to, embedded within it, and relevantly attached to actual points you're expressing and demonstrating and illustrating. Your background can be an asset to reinforce a point you're making, so you're seen as having experience with the concept...
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Professional entertainers know this very well.
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So true. I'm a musician, and whenever I play a show, I stack the songs in a way that will build momentum and allow the audience to ride the music in a way that they'll want more of us when we're gone. It's strategic, and it's also totally about reading the vibe of the audience and scrapping any plans I had for a setlist if it doesn't feel right as gauged against the crowd.
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short attention spans
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if you have 30 minutes for your talk, finish in 25 minutes.
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Totally, if not less, even! This way, you can allow for bumps that arise or opportunities for conversation should that arise, too.
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The podium is a barrier
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Get closer to your audience
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I strive to make eye contact with everyone, move my body throughout the room, weaving, getting close in proximity to everybody. My voice then travels with me, providing a different dynamic, and memory is triggered with association of spatial relationships. So, if I'm talking about a certain topic while over here, the audience will take in that whole spatial/audio/visual relationship and it will stand out from when I made this other point while standing over there, with other spatial/audio/visual relationships at play. It's the way our brains work, so we just capitalize on our natural proclivities.
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Remember the “B” key
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By having the slide blank, all the attention can now be placed back on you
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don’t forget to smile
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eye contact
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There is a chemical called phenylethylalamine, and it is released during eye contact. It's partically responsible for humans falling in love, among other cool things like helping digestion and improving motor skill dexterity...all of this while under the spell of phenylethylalamine. I definitely want my audience to fall in love with me. ;)
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The audience should be looking at you more than the screen.
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thank them for their input.
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you’re not the star of the show. The audience is
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It’s in their power to embrace — or reject — your ideas
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You’re presenting because you need them to change their beliefs or behavior in some way
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people find it hard to change. So expect them to resist.
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This is amazing. If we expect there may be kickback, it won't be so painful or disorienting to pull order back in. I just read an article and the author said - the more great things you do, the more people you will touch, and so the more people will know you and love you. When you increase the number of people who know about you, you increase the number of people there will be who hate you. Wow!
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Resistance doesn’t have to be a bad thing. In fact, if you prepare for it, you’ll sharpen your presentation and stand a much better chance of winning your audience over.
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considering different points of view and addressing doubts and fears before they become roadblocks,
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This is sort of like the concessions at the beginning of a persuasive essay...admit there are other sides, there is controversy, there is resistance. Name it, throw out possibilities, and then invite the audience to let go, free their minds of distractions and judgment and assume there just might be something they could take away and learn from this presentation. Since learning has to have an emotional attachment, it's important to address that admit it, and encourage the audience to tap into that part of themselves that is open to making the time worth their while by finding a way, even forcing a way, for their engagement, which means not assuming they know everything and to have a beginner's mind. After some shared vulnerability and expressed passion for my subject, I have audiences to somatic exercises and breathwork before I begin fully. It breaks the ice. ;) Makes them feel less foolish if they want to ask questions. It softens them to me, and unites the group as a whole with a sense of camaraderie, because they all just went a bit outside of their comfort zone together.
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So be humble in your approach
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and their frustrations and anxieties — should shape everything you present.
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They just want to be heard, want to feel seen. They have a real response and it's triggered by a zillion things in their past and programming that I as presenter couldn't have foreseen, and I don't have the same trigger points as they do. It's about being gentle on myself and the audience. ANYTHING they express is valid. Acknowledge their real feelings, embrace their right to express it, courageous is what they need to feel from it. Resistance is a sublime opportunity to learn, as a 'teachable moment', a growing pains moment, an illuminator for new consciousness on all parts. It definitely will help me grow and resculpt my approaches to my work. Awareness is good.
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Removing physical barriers between you and the audience will help you build rapport and make a connection
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I agree with this idea! The last time that I presented at a Teacher Quality workshop, my partner and I were in the high school auditorium. We were on the stage, and the audience was spread out all over the room. It was hard to draw a response from them!
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audience
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share your ideas with others before you present
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Sharing the presentation ideas with others (especially those who work in different fields than I do) will be a good way to gauge the receptiveness of an audience.
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Practicing in front of another person or a video camera will help even more
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he says
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out loud, over many hours and many days
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Ouch. This is something I HATE to do! Especially in front of others or a video camera. It would be worth it, however, to know that I'm doing more than winging it.
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Agreed, Karen...this is indeed painful for me, too. Yet, critical to success. I don't want to flounder and flop once in front of an audience.
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When you read from your notes or from slides," he says, "that completely breaks the connection you have with audience."
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I've never thought about reading from the slides in this way: that it breaks the connection to the audience. I have always tried to avoid reading from the slides just because it seems unprofessional and condescending to my audience, but I'd never thougth about the connection that gets lost.
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so you’ll take on a conversational tone
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it will show
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feel more warmly toward them
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you’ll disarm them
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Important not about disarming the audience. We want openness so the message can hook them in their hearts. Imagining each one of them is a dear friend or family member, or beloved client ALREADY, helps me frame the audience in love and wrap them in understanding and compassion.
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they’ll be more likely to accept your message
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people in your audience get to determine whether your idea spreads or die
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This can feel daunting and intimidating! Solution? Speaking with conviction about a topic I'm passionate about and believe in as something to help the audience, for their highest good...this is the remedy for worry about whether or not the audience will love me and my work.
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Don't make every slide look the same (i.e., Title, Bullets; Title, Bullets)
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As you plan your presentation, try to come up with arguments against your perspective.
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Brilliant! This suggest to basically build in the alternate viewpoints while planning. It sort of happens naturally while I prepare - playing my own devil's advocate. I'll not trust that those thoughts are worth using to make myself more prepared, instead of dismissing them. Love this.
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This is more common all the time with issues that people who are not involved in agriculture are not educated about as to how or why things are done to be productive. Great to think about what potential is out there for opposition.
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alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance.
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And then the audience gets bored. And people start checking their BlackBerrys
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give the audience's eyes a rest every so often."
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you'll come across as much more engaging as a speaker and effortless."
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internalized the content
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Internalizing content is complementary to finding a way to emotionally connect and feel passionate about the topic in the first place! These two concepts seem to feed each other.
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temptation is to turn the lights off so that the slides look better
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This is a great point, but some photos need to have the room darkened some to be able to see. I have played with brightness on a few photos and it seems to help with some.
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"They practice much more than the average presenter."
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144More
Articles: Design - 1 views
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it is far better to prepare a written document which highlights your content from the presentation and expands on that content. Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
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I see how this is a better way to format information. Any suggestions on adapting this for the instructional format? Specifically I'm thinking about online courses and flipped instruction. If I also post the written notes in addition to the presentation, what prompts students to bother with the presentation? Or do I just need to let it go and be okay with students getting the information in anyway that works fro them?
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If the photographic image is secondary in importance, then I decrease the opacity and add a Gaussian Blur or motion filter in Photoshop.
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I would like to know this also! I've checked on Atomic Learning as suggested in one of the lessons, but it does not seem easy to navigate.
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You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example: www.powerpointtemplatespro.com).
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Good reminder! I want to improve my presentation abilities - not reinvent the wheel.
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One thing I do is to recycle past presentations. I very rarely every start from scratch. Sure, the objectives have changed, so 3/4 of the presentation might be new, but having some of the slides already done from the start helps me during the planning phase. It's almost like having a couple pairs in Gin Rummy.
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Learn more: PresentationPro.com has some great Flash tutorials including one on color. Go to the CreativePro.com to learn more about color. Dummies.com has a good short article on how to create a Color Scheme in PowerPoint.
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Serif fonts were designed to be used in documents filled with lots of text. Serif fonts are said to be easier to read at small point sizes, but for on screen presentations the serifs tend to get lost due to the relatively low resolution of projectors. San-serif fonts are generally best for PowerPoint presentations,
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Dangit! Serif fonts are much more visually appealing to me. I use them for everything. I guess not anymore... :-(
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The example below is a great illustration. I tend to lean towards serif for most things, but will definitely think about this going forward.
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Further research on this suggests that sans serif is better for large quantities of text too, as long as it is being read via digital device. Only for printed text are serifs the way to go.
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Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
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(and save teleprompter text for the “notes” field, which the audience can’t see).
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This is an important thing for me to remember. I don't have to eliminate my content -- I just don't put it on the slide. That's what my verbal presentation is for.
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Flow. You can direct people’s eyes to certain areas of a slide to emphasize important points.
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If they fall below 24 pt then you might be on to something. Also, look at the number of lines you use for your bullet points. If you use more than two lines anywhere, then they’re definitely leaning text heavy. Depending on the type of presentation, two lines might even be too much.
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Not less than 24 pt font and not more than two lines (and even that is suspect). Got it!
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These guidelines are quick and easy to remember when creating a PowerPoint. I need to have "if you have to decrease the size below 24, you have to many words" on a poster in my office.
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Depending on your content, you may be able to convert each bullet point into a separate image on one slide or over several slides. This approach isn’t always feasible, but it is far more visually appealing than yet another slide filled with bullet points.
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This is an interesting idea! I like it. I think it will also help reinforce the main ideas instead of (potentially) leaving viewers guessing at what you said.
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I couldn't agree more. I think this strategy is something that will really leave a lasting impression with the audience.
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I also like this idea! "Speak" through the images rather than text. It will be something interesting to try!
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This hits home for me when trying to evoke emotion or memories with an audience as well. Finding the right image will pay off in the end.
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Don’t submit to the urge to add unrelated “decorations” to the slide. Be strong.
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I need to remember not to submit to the urge to add an image to each slide. Especially if the image does not directly relate to content on the slide.
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I agree! The image should only be present if it enhances the presentation, not just to fill space!
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Ha! 'Be strong' made me laugh...this reminds me of therapy. Reworking how we attach to making presentations really is a lot of letting go and rearing up of not-so-favorable tendencies I have not just in presentation making, but in all of my life!
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In this view you may decide to break up one slide into, say, two-three slides so that your presentation has a more natural and logical flow or process. In this view you will be able to capture more of the gestalt of your entire presentation from the point of view of your audience.
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Using the Slide Sorter View is something that I had never thought of but I can see how this would help create consistency for the audience. I would like to start using this view when creating my presentations.
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Sometimes the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more.
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eeping the image simple is something that I need to keep in mind. The whole "less is more" idea helps the text pop on the screen and create that last impression with the audience.
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Remember, the slides are meant to support the narration of the speaker, not make the speaker superfluous.
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I need to remember this! The slides in my presentation should only support what I say, not compete for the attention of the audience. Reading about the Cognitive Load Theory helped me understand this.
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I think I'm going to put this statement along with the points on this list on a one pager that can be front and center when begining preparations for presentations during my initial planning quiet time. Would also be good to share with other as a review of this class when asked.
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This is difficult for many to learn. Typically, we think creating the best slides you can = the most informative. Creating something that is purposefully NOT as informative in order to force the audience to better attend to the presenter is counter-intuitive at first.
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to be passed out after your talk
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I don't want my handouts competing with the presentation for the attention of the audience. This is a good reminder to give them out after the presentation is over.
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I think this is a quick and easy item for anyone to do to make them a better presenter.
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what's your intention?
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I like this reminder. What is the purpose of an image that I am adding? Is is serving this purpose? Does it need to be cropped or otherwise edited? Will there be any text with it? Now these will be questions that I will ask with every picture.
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True true. Keeping in mind the WHY and the INTENTION is going to eliminate a lot of unnecessary clutter, and, keep me feeling more focused and streamlined. And CONFIDENT in cutting what I do, because I'll need to keep cutting a lot from my presentations!
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But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
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This is a good reminder. Just like silence should not always be filled, white space on slides should not always be filled.
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I like the technique that is used in the example below. It took a picture that doesn't blend with the white background, which is kind of a no-no. But by making it appear as a photograph, and then rotating it slightly, it makes it very stylish on the all white background. It makes it look like one cohesive slide as opposed to having the image take up about a fourth of the screen.
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Remove all extraneous copy from bullet points
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I like the reminder of this step: remove any excess words! I can see how this will make me focus on the main point of each bullet, and possibly separate each point into a distinct slide.
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glance test: People should be able to comprehend each one in about three seconds.
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I know that I've heard this before with variable times for viewing, but great to think about with every slide that is being created. Keep at it!
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However
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approach
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something
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Admit your
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slide has a text problem
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main phrases
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on the
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phrases
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Highlight the key phrases that you will help you rehearse for your presentation
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Speak to that content when you present
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slide
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TypeError
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Slide
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It’s also important to stick to a consistent visual style in your slide deck.
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I can see how the continuity of slides really creates a cohesive presentation. I know that it drives me nuts when I see a presentation with multiple font styles or a frequent switch of background colors.
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the star, of course, is your audience
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To remember that the audience wants to FEEL is key for me. So the question - What am I presenting to elicit feelings and WHY should they care? - guides my work.
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Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated, busy,
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So true. Sometimes I want info in there because it's related, BUT, it gets in the way of my being able to TELL THE STORY! Key.
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“Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you.
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Ha! Exactly. This made me giggle. So true. I want to strive for this - that my preparation will be so that if someone missed it, they really missed it.
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never, ever turn your back
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Always be asking yourself, “How much detail do I need?”
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guilty of including too much data
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appropriate
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limit the bars to 4-8.
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evokes feelings
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is emotiona
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can help persuade and motivate.
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can increase interest and improve learning comprehension
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I do not underestimate the power of visuals, and color is huge - Saturation, combinations, tone, contrast...it can make or break the staying power of your message!
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retention
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if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better
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sans-serif font and is professional yet friendly and “conversational.”
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I agree. Sans-serif feels more inviting, casual, playful, yet clear and less cluttered because the tails and frills are gone. I've never read of anything suggesting fonts for certain types of written communication, so, this is great guidance for me!
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Spend time in th
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Slide Sorter view, you can see how the logical flow of your presentation is progressing.
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You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
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How many different ways could we use the same image (at different resolutions) inappropriately or use a different image in a way that is less effective than the one on the left?
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image is cropped for better balance
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transparent box is added to help the text pop out
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Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road
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Great metaphor for this. The GLANCE test. We all can relate. This reminds me of, when reading the first few lines of a book or essay or article, will the audience feel 'hooked'? In other words, why should they bother reading/viewing/listening to me?! Give them something to rile their curiosities, stir their emotions, connect with such human universal resonance to a problem or concern they have that it urges them to go deeper...
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Lots of extras actually take away meaning
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they become a distraction
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overtax the audience’s cognitive resources
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I have thought, in the past, that the audience needed ALL the information I could give. Yet, now I can reframe that idea as it actually harms the audience. It's counter-intuitive. This reframe for me is priceless, because I want to be liked and considered the expert. Yet, when I give too much, knowing it does the OPPOSITE of what I want really helps me commit to slimming and trimming down to the core essence, to make it easy and, in fact, MORE IMPACTFUL to and REMEMBERED by my audience.
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Photos should be taken by the same photographer or look as if they are
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Difficult to strive for but so extremely critical for people to buy into my professionalism and expertise. And it's simply more visually easy to digest. If the audience is jarred, they're less likely to care about what I say. Even these overlooked, small considerations are actually cornerstone to overall impact, I'm learning. They're like the subconscious, responsible for 90-95% of what choices we make, and we don't even realize it! It's the stuff that speaks to our instinctual and intuitive nature, to out 'subtle' bodies.
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Illustrations should be done in the same style.
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streamline the text and incorporate simple visual element
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moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
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I talk about this in my art classes, the principle of design called Movement. I relate it to how your eyes travel or follow a path from one point to another, like connecting the dots.
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use contrast to focus attention
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I love silhouettes. White over black or another dark color is my favorite with silhouettes.
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your eye wouldn’t know where to begin, and the quote would have lost its power:
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Yes, just because space is there doesn't mean we must fill it. Spaciousness allows the audience to feel spacious. Period. Breatheability.
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if we’d paired the text with a larger or more detailed image,
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allows viewers to quickly ascertain a slide’s most important elements:
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visual unity look as though the same person created them
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Unity also helps to bring cohesiveness to the look of a brand. It all lends to the audience feeling you're competent, an expert, clear, and easy to work with.
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make your message feel cohesive
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consistent type styles, color, image treatment, and element placement throughout the slide deck
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To remember that it's important for consistency THROUGHOUT THE SLIDE DECK, entirely. This is why Slide Sorter view is so good. Placement and composition is important here, too.
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there’s beauty and clarity in restraint
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you’ll free people up
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to really hea
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and adopt
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Ultimately, this is what we want. Simplicity, relevant support of images to illustrate the INTENTION, spaciousness to make people feel free, easy, and cementing the info for recall and memory permanence...
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shiny, seductive elements
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Overwhelm can be remedied by remembering - Just because we CAN doesn't mean we should...
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Pretend as though you are an audience member
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Like in teaching, it's advisable to become the student before you introduce a subject.
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golden rule of PowerPoint presentations — always do what is right for your audience.
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Very few audiences enjoy paragraph-length bullet points
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I need to remember the very basics - don't I want my audience to actually ENJOY my presentation?! Of course I do! But I forget to lead with this, and I can't afford not to lead with this. After all, they could be doing a million other things with their time but if they're with me, and I'm up front, I sure need to overdeliver with high value in a way that makes them feeling 1) they're better for having been with me, 2) that they grew or learned in a way that they can apply easily into their lives, and that it 3)was not only not a waste of time, but was an EXPERIENCE...and they'd even come again!
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try to highlight the main point of each bullet point
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Think of it as an approach to rehearsing your slides
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What key part of each bullet point
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Focus on the
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cover details verbally that are not reflected in your bullet points
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one relevant
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Replace bullet points with images
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trick becomes finding just the right image
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Articles: Preparation - 1 views
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what are the most important parts of your topic for the audience to take away from your,
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With the presentations I am currently preparing I have tended to give too much information which has caused the message to get lost. Reading this reminds me that I need to focus on the one or two key objectives I desire the participants to walk away. Less is more.
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Simple can be hard for the presenter, but it will be appreciated by the audience.
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This statement reminds of when we ask students to synthesize their learning. We are asking them to pair down what they have learned into a short statement. I need to do the same thing with my presentations. What is the key idea I want people to walk away with.
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And it is not enough to simply have an “agenda” or “road map” slide in the beginning that illustrates the organization of your talk. If you do not actually have a solid road of logic and structure, then an outline slide will be of no use.
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Ugh. I totally do this. I have an agenda slide at the beginning of each of my presentations but sometimes we get off course. I know as a participant that would really bother me. I am going to stop doing my typical agenda slide and try to find a more effective way showcase the structure of the day.
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I agree. I do this as well, and I think it is sometimes reinforced by different educational theories. Right now my school is working with the Fisher-Frey Gradual Release of Responsibility Model. One of the major components is "Purpose Statements." All of our lesson must have these and they must guide the lesson. In and of itself - that's great. However, I think we use that as a crutch sometimes to be the structure rather than help guide the structure. -- Wendy
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Agree with these things totally...as chronic bullet list maker though, this is hard to start to do and keep doing!
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“so what?!” or “your point being…?”
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This is a great reminder of what we need to continually ask ourselves. I feel like I should print this out and tape it to my wall.
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I say this to my student whenever they write thesis statements, so it makes sense that I need to say it to myself as well.
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Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
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When I tell a story I feel like I need to keep the three components of a good story in mind. I tend to try to tell the story quickly so I leave out parts which in turn confuses the audience.
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Remember, even if you’ve been asked to share information, rarely is the mere transfer of information a satisfactory objective from the point of view of the audience.
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I'm think about this when I create web videos for flipping my instruction over literary theory with AP English seniors. Yes, I have information I need to transmit to them, but what is the essential idea(s) I need them to know to be able to do Marxist or Psychoanalytic literary theory.
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What time of the day? If there are other presenters, what is the order (always volunteer to go first or last, by the way). What day of the week? All of this matters.
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This is something of which I also have to be more cognizant. Realistically, my students aren't going to be listening to my lectures at home at 4 p.m. They are going to pull up my presentation at 11 p.m. (or even more realistically 1 a.m.) after 8 hours of being talked at at school, 2-4 hours of being talked at at practice or work, and another 1-2 hours of reading and (hopefully) thinking about other course's homework. They are going to be fried.
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Interesting point, Wendy. That might change the calculus for how you design your presentations.
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A data dump also occurs when data and information do not seem to build on the information that came earlier in the presentation.
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Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
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This is my biggest problem, but also my biggest fear -- they won't get enough content to understand how to apply the idea(s) in class the next day.
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I struggle with this also, Wendy! Especially in education, it seems like we feel the need to "prove" our premise with data and studies.
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What a relief to read this! It's like permission to do what I intuitively wanted to believe as truth, but couldn't unless/until someone else told me it's ok...
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the core idea for every successful play he produced could be written as a simple sentence on the back of a business card. Try it. Can you crystallize the essence of your presentation content and write it on the back of a business card?
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I can see this being a benefit to helping students learn literary theory. The theory they felt the most comfortable with at the end of the year was New Criticism, which has a formulaic "tag-line" - form + function = meaning.
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McKee says rhetoric is problematic because while we are making our case others are arguing with us in their heads using their own statistics and sources. Even if you do persuade through argument, says McKee, this is not good enough because “people are not inspired to act on reason alone.” The key, then, is to aim to unite an idea with an emotion, which is best done through story.
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Story is about an imbalance and opposing forces or a problem that must be worked out.
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This really resonants and works well with how I plan to use my (hopefully) better presentation skills. If I can present literary theory as a "problem that must be worked out," then I can hopefully interest students in it more.
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Yes! It's a great formula, almost like a trick you can pull out of your bag, that ensures you'll get a result you want. Conflict sells - just look at the news.
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Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
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t’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
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Wow! I will say - it has to totally depend on what is asked of you. I was asked to fill 90 minutes. I broke up the presentation into 4 mini ones, with interactive, kinetic, visual, audio, etc. connection opportunities...human to human.
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Problem Your solution Business model Underlying magic/technology Marketing and sales Competition Team Projections and milestones Status and timeline Summary and call to action
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I wonder if there's a corollary for education? I'm thinking about my own needs here, but does this make sense: Problem - Issue in literature that needs analyzed Solution - specific literary theory Business model - structure of theory? Tech - tenets of theory? Marketing/sales - why they should use it? Competition - different branches of theory Team - historical background of theory Milestones - good theorists do "blank" Timeline - restated steps of theory? Summary - ?
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What is the real purpose of your talk? Why is it that you were asked to speak? What does the audience expect?
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These seem to me to be the most important take aways for me today. Time thinking and brainstorming about the true purpose of the presentation--without technology! I think that we have been conditioned recently to turn to the computer first for information and then figure out what to do with it.
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"Purpose" is a very important and nuanced term. You many times have several purposes, including overt ones (inform your audience of x, y, z) and covert ones (convince them to dot his job they don't want to do, try to cut down on the number of rumors flying around)
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If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
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These three things that you want them to remember can be founded at the same time as the initial preparation that happens without technology. If it is important to be remembered, what will make the audience make a connection to it and actuallyremember it.
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Yes, absolutely. And, they should be ingrained (engrained?) in your memory, so that if (in the middle of your presentation) you aren't meeting those items, you can shift on the fly.
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10/20/30 Rule of PowerPoint
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I absolutely love this way of thinking! easy to remember and makes great sense. This is something that I will be able to share with other staff members that I work with that is simple and valuable at the same time to help them improve. 10 slides, 20 Minutes, 30 point font!
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I agree! This is an easy way to remember and share with others the rules of making a clear and engaging presentation.
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Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
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These are great to work from, very succinct and simple to do. Another thing that will be great for me to share with others that is simple and easy to do, while continually improving things along the way
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#4! Efficiency. Yes. Otherwise we can blather away without purpose. The 'Curse of Knowledge'.
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50-minute presentation
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Even though this is not Reynolds' main thought here, I appreciate the fact that he mentions that a part of preparation is knowing how much time is available to communicate with the audience. To avoid the information attack, it is wise to limit the amount of information being shared in a manageable amount in the time alloted.
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How much background information about your topic
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Just like with any teaching, I have found that audiences vary greatly in their prior knowledge. It is a challenge to share background information without boring those who already know it.
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really helps solidify and simplify my message in my own head
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I really like this idea of planning on a white board or on paper. Like Reynolds, I can see that I would feel freer to think outside the box since it is "just" a planning step.
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you also arouse your listener’s emotion and energy
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In the professional development that I am asked to lead, teachers need to hear the stories of students. I can see that without the stories to back up the information, I will not be able to tap into the energy and emotions of the audience members.
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Karen, this is so important! The hardest part for me as a professional development person is to develop those stories that resonate. Too many times I've seen myself and my colleagues fail here.
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down-to-earth language that was conversational yet passionate
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This is so descriptive of the language to which an audience can relate: conversational yet passionate. When speakers are "pie in the sky" rather than down to earth, the audience thinks, "They don't understand what I do every day." I've thought this myself during a presentation!
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find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
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What a great idea. Average age divided by two equals the minimum font size allowed. As I think this through, I find that as a visual learner, I DO tune out the speaker if they have all their information on the slides.
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if your presentation is not based on solid content, you can not succeed.
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This is why I fear not having all my notes on my slides! I want to express so much information so that I am deemed the credible expert. I fear I might get caught up and freeze in mid-speech and then fumble without knowing what to say. Alas, I just reminded myself that I simply need to chunk down the ingo - more slides, each with less info rather than stuffing all the info into one slide.
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without making the effort to make the information or data applicable to the members of the audience.
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Ahhh! I'm called out. The example I sent in for this class of my presentation is demonstrative of this point.
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Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
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Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
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thing
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not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
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not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
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I have seen pretty good (though not great) presentations that had very average delivery and average graphics, but were relatively effective because the speaker told relevant stories in a clear, concise manner to support his points.
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This reminds me of the idea behind - "I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel." ― Maya Angelou ....Stories evoke FEELings, that's why we love them so much; we resonate, we see ourselves in the storyline, connecting to it. The point here that we illustrate the points we're making through story means the story provides not only the support of our point, it also is the PROOF!
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We fear what we do not know. If we know our material well and have rehearsed the flow, know what slide is next in the deck, and have anticipated questions, then we have eliminated much (but not all) of the unknown
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Great point. In addition, confidence is the natural byproduct, natural consequence of doing the act, of doing, of doing what you fear. We tend to think it's the other way around - that we must first find/create/elicit confidence within us and THEN do the doing. Nope.
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“Forget PowerPoint and statistics, to involve people at the deepest level you need to tell stories.”
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This is a cure and remedy for the problem of audience - of having an audience that you anticipate to be difficult, or having an audience that you don't know anything about, don't know their background of knowledge of your topic, if any (or an audience of all mixed awareness). The remedy, as I have found, is to strive for communicating to human universals. If I can propose any point I'm making as having a root anchored to a purposeful and meaningful WHY, then I'll elicit feelings that will hook the audience, and this strong, empathic connection may even lead to their forgiveness of me if I screw up in content, or it may lead to their overlooking something I lack technically.
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you want to position the problems in the foreground and then show how you’ve overcome them,” says McKee. If you tell the story of how you struggled with antagonists, the audience is engaged with you and your material.
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Also, it's like more proof - if we can illustrate how this idea we're presenting is a natural part of the resiliency process, people will buy in. We're always looking for solutions that work, and we want to hear them first hand.
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you should not fight your natural inclination to frame experiences into a story; instead, embrace this and tell the story of your experience of the topic to your audience.
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I fight my natural inclination often, as if my meager story, my own personal experience, isn't worthy enough. Yuck. Truth is, I deal with very difficult subject matter in my talks, and people want a way out of these predicaments I address. I'm grateful to Garr and Robert McKee for, in a sense, making me feel like I can give myself permission to trust my own journey and share it like a beacon of inspiration and hope.
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The best kamishibai presenters did not read the story, but instead kept their eyes on the audience a
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Eye contact. Bam. So simple! I try to engage in every person's eyes. I know that when I'm at a concert or a lecture, whatever, when the speaker/artist looks in my eyes amongst all eyes in the group...I'm spellbound. I feel special. I'll recall that experience, that moment, that person with warm regard and impactful, resonant significance.
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in a voice that was human, not formal.
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HUMAN voice, not formal. This is relieving to hear. Even when it's a formal presentation, I can be human first. I need this.
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powerful man simply shrugged his shoulders and said “...ah, doesn’t matter. My point is...” He moved forward and captivated the audience with his stories of the firm’s past failures and recent successes
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I need to hear these real life stories of how people gracefully handle presentation glitches.
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(1) He knew his material inside and out, and he knew what he wanted to say.
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He did not let technical glitches get in his way. When they occurred, he moved forward without missing a beat, never losing his engagement with the audience. (4) He used real, sometimes humorous, anecdotes to illustrate his points, and all his stories were supremely poignant and relevant, supporting his core message.
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it was, above all, authentic
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If you do not believe it, do not know it to be true, how can you connect and convince others with your words in story form?
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a normal human being cannot comprehend more than ten concepts in a meeting
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I love these sort of anecdotal, formula claims. Helps cement the concept with clarity.
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first, that they don’t know their material well enough; second, they think that more text is more convincing. Total bozosity.
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Force yourself to use no font smaller than thirty points.
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it requires you to find the most salient points and to know how to explain them well
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Educational Technology and Mobile Learning: Create Professionally Looking Posters for Y... - 2 views
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Moodle Help pdf - 2 views
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I find this resource helpful for the written instruction as well as the ability to search for particular subjects. For example, I wanted to know what the "eye" symbol meant when I was setting up the student enrollment. Going to this pdf and typing "control f" and typing in "eye" took me to the section quickly and easily.
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ollie1 (Peterman): Iowa Online Teaching Standards - 8 views
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• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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Not all teachers know their course content well but are required to teach it anyway
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I would also add that there are many that know their content but don't know how to effectively teach it.
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Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
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Understands the differences between teaching online and teaching face-to-face
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I think it's very important to realize the difference. I'm an intelligent person but get very lost in online courses. -
I feel the same way. It made me wonder how often I'd have adult students new to online learning that would have a really steep learning curve just to navigate the course and would feel frustrated.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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Yes! I'll be teaching an online course soon, and have noticed MANY things that I have appreciated and want to be sure to provide for my students. Even though I have taken online classes before, it has been several years and I didn't focus as much on what the instructor does in order to support learning--and help keep frustration at bay!
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• Tailors instruction to meet the different needs of students, including different learning styles
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I think one of the hurdles we need to jump is tailoring the needs of students. Finding the best fitting material for each learner can be a challenging. How many different learning styles need to be address for each lesson? Will address many learning styles per unit cause "too much information"? -
People have different learning styles, and some do better online. For me, it depends on the course. I did my Masters Degree in Teaching Elementary Reading completely online and LOVED it. However, I am struggling with this course more than I expected. I have discovered that I learn better through reading and hacing written, step-by-step material to refer back to. Rewatching videos several times to complete a seemingly simple task is frustrating. I don't like printing when it's not necessary, but it helps me to print out the information. That realization is just one example of how we all learn in different ways, and teachers need to provide information through as many mediums as possible to help all students.
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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Assists students with technology used in the course
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This seems like it would be a very important part of online learning. If the instructor is lacking in the ability or willingness to troubleshoot students tech issues, it could make for a very long class
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There is no such thing as clear technical support! I say that tongue in cheek from years of tech support experience. The tech support needed for each participate varies, just as it does for their learning styles. There a so many issues that could be the problem, I think if the support needs to be spread out. This is also frustrating for students who are having problems and have to jump from tech to tech to get answers. The instructor needs to have a team of help in their back pocket to quickly address student issues. That may not always be available!
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Assists students with technology used in the course (Varvel III.C)
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There is no such thing as clear technical support! I say that tongue in cheek from years of tech support experience. The tech support needed for each participate varies, just as it does for their learning styles. There a so many issues that could be the problem, I think if the support needs to be spread out. This is also frustrating for students who are having problems and have to jump from tech to tech to get answers. The instructor needs to have a team of help in their back pocket to quickly address student issues. That may not always be available!
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• Tailors instruction to meet the different needs of students, including different learning styles
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I think one of the hurdles we need to jump is tailoring the needs of students. Finding the best fitting material for each learner can be a challenging. How many different learning styles need to be address for each lesson? Will address many learning styles per unit cause "too much information"?
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Assists students with technology used in the course (Varvel III.C)
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (S
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Teaching a course or content online is very different than teaching in the classroom. It is a skill that needs to be mastered for effective instruction. I think this one is important because the deliver of the content is crucially important for the success of an online course.
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• Provides opportunities that enable student self-assessment and pre-assessment within courses
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Because a lot of online learning is self-paced, self-assessment is so important for individual growth. If a person can self-assess and monitor their learning as they go, they are less likely to get "lost" in an online course. The instructor may not always be available for immediate feedback which is why online learning requires a lot of responsibility on the part of the learner. Formative self-assessment is crucial to successful learning in an online course.
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Communicates with students effectively and consistently
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I think feedback is important in any course, but it is even more important when the course is online. Without face-to-face contact, it is difficult to know if I am meeting the criteria of an assignment. It is also less convenient to ask my classmates about their work. The feedback helps me to know if I'm on the right track!
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Understands and uses data from assessments to guide instruction
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Yes! I think the purpose of assessments is to show what your students have learned. If many of them have difficulty, the teacher should take the time to reteach the lesson, ideally in a different format to reach different learning styles. If many students don't understand the lesson, the teacher hasn't taught it properly for that particular group. Maybe she used techniques that have worked well for other groups, but the assessment tells you if that particular group understands what you are attempting to teach; if they don't understand the lesson, you haven't truly "taught" it.
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Understands student motivation and uses techniques to engage students
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This is something I'll be interested to dig into and see how the things I use in class would apply online to peak student's interest and engagement.
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reates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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This was probably the most surprising part of current online classes to me, how social and collaborative they have become. It's actually harder to hold back on participation (if someone was inclined to) online than it is in a face to face class.
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ollie1 (Peterman): Iowa Online Course Standards - 3 views
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Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
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The course content and activities are of sufficient rigor, depth, and breadth to teach the standards being addressed
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Instructions on how to access resources at a distance are sufficient and easy to understand.
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The course makes maximum appropriate use of current online tools outside of the LMS (including email, web 2.0, chat, and synchronous/videoconferencing) to enhance learning
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Maybe I'm to much of a worrier, but I have concerns about students in at the K-12 level communicating with each other using methods that are not monitored by the teacher such as email, etc...
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These standards are from iNACOL's standards for online courses, and include alignment with Quality Matters and Rubric for Online Instruction
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Articles: Presentation "Awakening" - 1 views
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Wendy here - This will probably be my biggest hurdle. We always feel like our content is the most important, so limiting it to just 6 words will be tough.
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Put it in terms people can visualize
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The use of the PowerPoint presentation has been a disaster. It should be ditched."
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My AP English seniors do a presentation before community members every spring. One of the things that several community members emphasized this year was the students' horrible use of PowerPoint. Even worse was their use of Prezi. So this makes a lot of sense given that earlier live feedback.
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Wendy, I am curious about the specifics in that feedback. What was horrible about their use of PP or Prezi? Would it have benefitted their presentation to have NO visual prompts?
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One specific panel member was adamant that PPT was too "old fashioned" and clunky and interrupted the communication between two individual. His biggest argument was essentially what the Presentation Zen philosophy is advocating -- tell a story and be real. He felt that PPT encouraged reading - not communicating.
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Unexpectedness
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Trying to surprise or illustrate the holes people have in their knowledge is something that I would like to try. This tactic is something that will keep my staff engaged and motivated.
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I see so many experts and successful public people experience so much success with this tactic of Unexpectedness. It's truly where one can shine by accessing his/her creativity, intuition, and risk-taking courage. I'm a big, big fan of this one.
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Stories get our attention and are easier to remember than lists of rules.
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Storytelling is a very powerful way to get a message across. One thing I struggle with is finding stories that illustrate the points I am trying to make. I hope that this is something that we will continue to learn more about.
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Exactly! My favorite part about listening to speakers is when they communicate personal stories to illustrate a point they're making. "You get to their heart first and then you get to their minds." - Dr. Raymond E. Morley
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When you show up to give a presentation, people want to use both parts of their brain.
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I had never thought about the two sides of the brain and how they both need to be activated in order for participants to retain their focus.
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When I give presentations I lead the group first in a somatic exercise - alternate nostril breathing. Not kidding! I share how it helps marry both hemispheres and activates their motor skills, attention, and sense of calm. It primes them for learning, and, is an odd but goofy fun way to sort of 'break the ice' at the very beginning of a presentation.
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Second, make slides that reinforce your words, not repeat them. Create slides that demonstrate, with emotional proof, that what you’re saying is true not just accurate.
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Creating emotional slides that demonstrate the content not just highlighting key words is something I would really like to focus on. When there is emotion, there is action!
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Big take-away here is Seth's use of the word 'proof'. What a great way to frame my thinking around this. Also, the word 'reinforce' as opposed to repeating. Really helpful.
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Reinforce, NOT repeat is a great take away. Emotional connects will make things last in the memory bank when they are long past and another image that is seen evokes that same feeling.
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Reinforce, NOT repeat is a great take away. Emotional connects will make things last in the memory bank when they are long past and another image that is seen evokes that same feeling.
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create a written document. A leave-behind.
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Leaving the information that I typically would have put in the PowerPoint in "leave behind" handout is a great idea. This way people leave with a document that they can reference when they go back and try things in their classroom.
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Great idea (although more work!) This answers my question from the "Time to Ditch PowerPoint?" article.
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putting the same information on a slide that is coming out of our mouths usually does not help
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This is a challenging thought for me. I have studied quite a bit about Gardner's Multiple Intelligence theory and student learning styles. How do we (as presenters) address the issue of audience members who have differing learning styles? For example, I KNOW that I am a visual learner. It helps me to read something in print rather than just hear someone else read it aloud.
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if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
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Ouch! That hits home! So what should be done when an administrator wants to see a presentation that can be shared later with any peers who could not attend the presentation? This article is leading me to think that I may need two presentations: one for those who are present and one for those who are not.
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This is the home run for me....With out the need for a person to make a presentation, my job isn't needed. I'm there to build relationships and educate, with the help of a presentation, not vice versa.
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No dissolves, spins or other transitions.
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I am glad that this is being addressed! Those transitions always seem like time-wasters to me.
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“Curse of Knowledge.”
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This is so true. It is often tempting to give too much information during a presentation. What has taken me months or years to study, I feel the need to throw out to the audience all at once.
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I'm always afraid that if I don't address it, then they won't know it, and won't be able to apply it in class. I realize that I'm adapting a presentation to a context that it really isn't meant for (teaching new ideas), but I think it still works.
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Stories.
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Stories will be a good way to share professional development ideas for classroom strategies.
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Put them in your hand.
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This is a great idea. What is on the slides should not dictate what I am saying as a presenter. Having cue cards in hand will keep the speaking on track.
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Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify—not dumb down—your message to its absolute core.
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Ahhh! The tendency to want to include every single related thing...This has been a pattern not only in presentations, but also in everything I do in my life. I have a hard time knowing how much is enough, because I want to include absolutely everything. This is no doubt the toughest part for me. I know for the audience, they don't know what's in my head, so they don't know if I'm leaving anything out (according to me). Got to remember this!
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will hit people at a more visceral level. “So that’s what 100 grams of fat looks like!”
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This is great - 'visceral level'. You know you've hooked someone when they can really FEEL it in their gut. Key.
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It’s how humans have always communicated.
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I hold a series of workshops and give presentations in my health coaching work that are all about the stories we tell ourselves. Here are a few of my favorite related quotes: 1) "A person without a story does not exist. I tell a story, therefore, I exist. We tell our stories to define our existence. If we do not tell a story, we do not exist." - Shekhar Kapur 2) "There is no agony like bearing an untold story inside of you." - Maya Angelou 3) "If stories come to you, care for them. And learn to give them away where they are needed. Sometimes a person needs a story more than food to stay alive." - Barry Lopez, in Crow and Weasel
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redundant and can actually hurt understanding. This may seem counterintuitive and it certainly runs counter to many of the ways presentations are made in business or lesson taught in schools.
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I really have mixed feelings about this. I know too many words on a slide is ineffective and actually hurts learning. However, I benefit from reading the text, too. Seeing the words in a format (I really pay attention to design elements, composition, hierarchy of text in size and font variation, margin alignment, compartmentalization, etc. when I do include words on a slide) helps burn that idea into my brain, and when I recall that information, I can see it again in my mind (if it's done in an artful and design-conscious way). I'm incredibly visual. And I learn equally as well by audio. When I recall information in the future, the sound of the initial arrator's voice will continue to accompany the words I've read if I'm, say, following along in a book while listening to the audio version.
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Also, as an English (and art) teacher at an alternative school where we don't have grades and students are mixed with all kinds of academic skills and experiences (I could have a 14 year old and a 21 year old in my class at once), so reading books in class while following along (active listening, lots of discussion and supplemental activities during) to the audio has been incredibly successful for all students.
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Now, you can use the cue cards you made to make sure you’re saying what you came to say.
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Back to basics for me with this. Memory doesn't always work like it used to and this is a quick and simple fix.
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reinforce your words, not repeat
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reinforce your words, not repeat
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reinforce your words, not repeat
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reinforce your words, not repeat them
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reinforce your words, not repeat them
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reinforce your words, not repeat them
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Don’t hand out the written stuff at the beginning
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Very simple, but many times forgotten. Sometimes I make presentations where things are on the table at the start of the event. It is much harder to capture attention and get a good start when this is the case.
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No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
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Champions must sell
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Selling is a concept that seems funny to use as a descriptor, but it truly what we are doing when we are teaching or presenting new ideas in front of an audience.
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everyone else is busy defending the status quo (which is easy) and you’re busy championing brave new innovations, which is difficult.
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hand out print-outs of your slid
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Is it beneficial to hand out something for note taking purposes as presentations change in to more visual and fewer words?? As a learner, I could see some time that I would like to have the image to take with me with some notes that would jog my memory.
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put your ideas in human terms
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This is something that I try to do every time that I present with images that jog memories or will create curiosity as mentioned above. Are there other ways to do this besides images...maybe with sounds? Dont want to get in to cheesy transitions sound effects from Power Point, but maybe recorded sounds from on a farm or even music? May sound a little far out, but with some of the younger students that I work with, it might work.
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real examples
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Sometimes the real examples in my job become controversial. The best way to handle conversations and keep the presentation moving comes to mind here for me.
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Simple free learning tools for students and teachers | Quizlet - 1 views
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This site provides many opportunities to practice Spanish. These can be the teacher's work or you may use practices created by other teachers.m
Massive Open Online Courses Are Multiplying at a Rapid Pace - NYTimes.com - 0 views
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ollie1-cohort8: Iowa Online Teaching Standards - 11 views
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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It seems that this has become very important in today's educational world: using data to make decisions. We do that in face-to-face courses, so it would make sense that it would be important in online coursework as well.
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Assists students with technology used in the course
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With so many tools available, this one could be tricky. The instructor has to have content and pedagogical knowledge, while also being savvy with technology. That can be a tough mix for some.
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Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm... -
Technology is so important in our classrooms today. I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge. -
It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
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- ...49 more annotations...
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This is a really basic standard, but so important to remember in an online course. The instructor has to be savvy with educational strategies and content but also with technological skill.
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Selects and understands how to evaluate learning materials
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With so many tools to use available, this is one of the hardest things for me. It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current. If it works, use it, right?
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Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network. -
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The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
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Has experienced online learning from the perspective of a student
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So important! This is one of the benefits of taking the OLLIE courses. I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor. Great standard.
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I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
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Understands student motivation and uses techniques to engage students
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It seems that choice has a big part to play in this standard. Having lots of tools available with technology helps the instructor to provide this choice.
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I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance. -
Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content. Writing may not be everyone's strong suit and videos may fit best for others.
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Continuously uses data to evaluate the accuracy
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We focus strongly on data in face-to-face learning, so it would make sense that data should be used just as much in online coursework. It might even be easier to get data in online coursework as a result of the tools available.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning. -
In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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Understands the differences between teaching online and teaching face-to-face
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We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
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This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue! -
I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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It is very important that students share what they are learning with both the instructor and each other.
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Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
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I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other. -
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I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
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This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
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I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
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I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
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Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature.
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This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
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Understands and uses data from assessments to guide instruction
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Understands and uses data from assessments to guide instruction
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Understands and uses data from assessments to guide instruction
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Understands and uses data from assessments to guide instruction
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For some reason my highlighting and comment isn't work so I will put a sticky note here instead. - Understanding and using data is important in all learning environments.
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Understands and uses data from assessments to guide instruction
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• Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests.
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It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
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A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
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course evaluation and student feedback data
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As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
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We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
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I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
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Selects and uses technologies appropriate to the content that enhance learning
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Selects and uses technologies appropriate to the content that enhance learning
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The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
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Building rapport with participants is so important. It will prevent participants from falling through the cracks.
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If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
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The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group). The instructor should take into consideration the students, their environment, and motivation to learn the new material.
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Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
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I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
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Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
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Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
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Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
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Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise. -
AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
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align with course objectives and assessment
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We need to remember this one - adding tools that do not really add to the learning is not productive
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Is knowledgeable and has the ability to use computer programs
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Online instruction requires a growth mindset and the willingness to improve through the use of a variety of online tools. (Kathy Perret)
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
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Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
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Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
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Iowa Teaching Standards
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I like that the Proposed Online Teaching Standards align to the Iowa Teaching Standards. This is helpful so that teachers don't feel they are being asked to do something different.
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Provides and communicates evidence of learning
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Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!)
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This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
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Designs the structure of the course and the presentation of the content to best enhance student learning
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The design elements in online learning are essential. I'm looking forward to learning more about this and designing my course to reflect STUDENT LEARNING rather than dispersing my knowledge on a subject. (Kathy Perret)
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Networks with others involved in online education for the purpose of professional growth
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with o
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Networks with others involved in online education for the purpose of professional growth
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Networks with others involved in online education for the purpose of professional growth
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Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret)
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My ISU cohort has been an essential part of my learning during my Master's program. I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation. These individuals have supported and challenged my thinking.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
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This is something I had not really thought about. How to deal with inappropriate technology use. I look forward to learning how to deal with these situations.
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These situations are a part of my everyday job. We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times. Appropriate consequences for the behavior are also important.
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Provides substantive, timely, and constructive feedback to students
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Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret)
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Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
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and understands how to teach the content to students
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The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
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I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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So important for students to know what the expectations are for a course.
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
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This is important in any field, and online teaching and learning is no different. Teachers must be competent in the content they're teaching in order to best serve their students.
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multiple learning needs
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Teaching online gives us a great opportunity to meet learning needs of many students.
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Applies research, knowledge, and skills
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Diigo is a great resource to show students who are working on research as well!
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privacy
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Using Diigo as we are now, in a group, is a great time to talk about privacy and positive online interactions with students.
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assessment
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Again, online learning in many cases mirrors learning in a classroom; multiple and varied assessments are and have always been best practice.
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multiple assessment instruments
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It is important to include a variety of assessments. I can see how it would be easy to fall into the habit of using a couple of forms of assessments within an online course, but a variety of tools provides a better measure of student learning.
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s ability to enhanc
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I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.
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Iowa Online Teaching Standards - 5 views
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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I would guess that this is the area where many teachers would feel the most challenged. -
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This is crucial to have an instructor who understands the differences in delivery of content, facilitating student-student interactions and effective online pedogogies. -
Every instructor should have a good tutorial or basic course in how to teach online. It's amazing how much the f2f teacher assumes the student knows or expects them to ask. With online, the directions and expectations have to be explicit so there is no miscommunication or misunderstanding, down to the number of words the instructor wants a post to be!
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Assists students with technology used in the course
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If students can't use they technology they can't access the content.The technology can be frustrating!
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I'm curious how often students of online courses need technical assistance beyond understanding the basic tools and LMS, for instance perhaps browsers are not updated, missing necessary plug-ins, error messages, etc. Is it the responsibility of the instructor or student to troubleshoot this?
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Yah for sure! For those students who are not familiar with the online classroom, it is a two-pronged course: they are learning the content and also learning the system and technology. In my experience with teaching online, I feel the instructor should only be relied on for a little bit of tech help! Despite the fact that I teach online classes, I am not very good with troubleshooting technology issues...I just teach the content.
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It is important to have interaction between students and the instructor to build a community and not feel so isolated during the class.
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I would have to say that it is also important to establish a kind of "netiquette" or online etiquette so that proper communication is established as well :-)
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
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Networks with others involved in online education for the purpose of professional growth
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This is true for not only people who teach online but also support people in a building such as IT staff, guidance, and tech integrationist and administration.
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Has experienced online learning from the perspective of a student
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I feel that this is one of the most powerful experiences in understanding online learning. Having the experience as a student gives the instructor valuable perspective that will help when creating and managing an online course.
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